“保持”与“遗忘”是一对矛盾的两个方面,小学生容易遗忘所学的数学知识是一个比较普遍的现象。遗忘的产生,一是由于记忆痕迹受到干扰,神经过程出现抑制;一是由于神经联系痕迹得不到强化,而逐渐消退,以至最终消失。教者要善于分析遗忘的产生、遗忘的发展进程及影响遗忘的因素,帮助学生与遗忘作斗争,加强保持。对此我主要采取了以下措施: “Keeping” and “forgetting” are two contradictory aspects. It is a common phenomenon that primary school students easily forget the mathematics they have learned. The formation of oblivion, one is due to interference of memory traces, inhibition of the neural process; one is due to the lack of enhanced neural connections, and gradually subsided, and eventually disappear. The teacher should be good at analyzing the generation of forgetting, the developing process of forgetting and the factors of forgetfulness, help the students to fight against forgetfulness and strengthen their preservation. In this regard, I mainly take the following measures: